TU7.2L  :  Se  9// 

.    ROIU^COLL 


WINTER  rttaK  FLORIDA  / 


STATUS  OF  SEX 
EDUCATION  IN 
HIGH  SCHOOLS 


ISSUED  BY 

THE  UNITED  STATES  PUBLIC  HEALTH  SERVICE 

and  THE  UNITED  STATES  BUREAU  OF  EDUCATION 

WASHINGTON,  D.  C. 


WASHINGTON    :  GOVERNMENT  PRINTINO   OFFICE    :  1922 


ADDITIONAL  PAMPHLETS. 

The  following  publications  of  special  interest  to  high-school  teach- 
ers are  available.  They  may  be  obtained  free  of  charge  upon 
request. 

V.  D.  B.  No.  7.  "  The  Problem  of  Sex  Education  in  Schools."  A  pamphlet  for 
teachers. 

V.  D.  B.  No.  38.  "  The  Need  for  Sex  Education."  A  circular  for  teachers  and 
parents.     Contains  a  list  of  carefully  selected  books. 

V.  D.  B.  No.  55.  "  Keeping  Fit."     A  pamphlet  for  boys  of  high-school  age. 

V.  D.  B.  No.  60.  "  Healthy,  Happy  Womanhood."  A  pamphlet  for  girls  of  high- 
school  age. 

V.  D.  B.  No.  61.  "  Sex  Education  in  the  Home."     A  pamphlet  for  parents. 

The  Manual  for  High  School  Teachers  which  was  in  course  of 
preparation  for  more  than  a  year  will  be  sent  to  high-school  prin- 
cipals and  teacher's  of  biology,  hygiene,  domestic  science,  and  other 
courses  dealing  with  various  aspects  of  health  and  hygiene.  It  will 
also  be  sent  to  English  teachers.  The  supply  is  limited.  Applica- 
tions for  the  manual  should  therefore  be  submitted  at  once. 

Address  requests  for  publications  to 

THE  UNITED  STATES  PUBLIC  HEALTH  SERVICE, 

16  Seventh  Street  Southwest, 
Washington,  D.  C. 

Education  Bulletin,  1921.  S.  B.  of  H. 

No.  52.  F 

V.  D.  B.  No.  69. 

(2) 


THE  STATUS  OF  SEX  EDUCATION  IN  HIGH  SCHOOLS.1 

Newhll  W.  Edson,  Assistant  Director  of  Educational  Work,  United  States  Public  Health 

Service. 


Few  school  principals  or  teachers  of  extended  experience  fail  to 
realize  the  need  among  their  pupils  for  some  sort  of  instruction  and 
guidance  in  matters  pertaining  to  sex.  Undoubtedly  this  realiza- 
tion has  led  to  the  many  spontaneous  attempts  to  introduce  sex  in- 
struction into  our  high  schools. 

Experiments  along  this  line  have  sprung  up  all  over  the  country, 
a  few  ineffective  because  undertaken  by  a  teacher  unsuited  for  the 
task,  but  most  of  them  so  successful  as  to  win  approval  of  both  school 
officials  and  the  public. 

In  January,  1920,  the  United  States  Bureau  of  Education  and  the 
United  States  Public  Health  Service  sent  out  a  questionnaire  to 
obtain  information  regarding  the  status  of  sex  instruction  in  the 
high  schools  of  the  United  States.  This  questionnaire  was  sent  to 
12,025  accredited  and  partially  accredited  high  schools  and  brought 
6,488  (53.8  per  cent)  replies.  Its  purposes  were  threefold:  (1)  To 
ascertain  facts  about  the  number  and  distribution  of  high  schools 
giving  sex  instruction  through  the  regular  subjects  of  the  curriculum ; 
(2)  to  learn  of  the  content  and  method  of  the  parts  of  such  school 
subjects  as  relate  to  sex  instruction  and  guidance;  (3)  to  discover 
the  attitude  of  principals  toward  sex  instruction  in  high  schools. 

The  schools  from  which  replies  were  received  fall  naturally  into 
three  groups:  (1)  Those  schools  giving  emergency  sex  education, 
i.  e.,  through  lectures,  occasional  talks,  sex  hygiene  exhibits,  pam- 
phlets, etc. ;  (2)  those  schools  giving  integrated  sex  education,  i.  e., 
incidentally  in  the  subjects  of  the  regular  curriculum;  (3)  those 
schools  giving  no  sex  education. 

A  summary  of  the  returns  indicates  that  there  are  1,633  high 
schools  of  group  1,  1,005  of  group  2,  and  3,850  of  group  3.  Thus 
2,638  high  schools,  or  40.6  per  cent  of  those  replying,  are  giving  sex 
instruction  of  some  sort.  If  the  replies  are  representative,  two-fifths 
of  the  A  and  B  high  schools  of  the  country  are  attempting  sex  edu- 
cation.    If,  however,  it  be  objected  that  most  of  the  schools  not  re- 

1  Some  of  the  material  included  in  this  bulletin  was  printed  in  The  School  Review, 
October,  1921. 

80509°— 22  (3) 


plying  were  unable  to  give  a  favorable  answer,  the  statement  is  justi- 
fied that  at  least  one-fifth  of  the  high  schools  of  the  country  are 
striving  to  meet  this  need.  Probably  the  actual  situation  lies  some- 
where between  these  two  estimates.  These  figures  are  surprisingly 
large  when  one  considers  that  content  and  method  for  sex  instruction 
have  not  yet  approached  anything  like  a  standard  form. 

The  returns  from  this  questionnaire  show  that  such  instruction  is 
not  confined  to  one  State  or  section ;  on  the  contrary,  it  has  developed 
in  every  State,  in  cities  and  rural  districts  large  and  small,  and  in 
high  schools  of  all  sizes.  The  principal  with  a  school  of  15  pupils 
seems  to  have  sensed  and  acted  upon  the  need  as  keenly  as  the  head 
of  a  large  city  high  school  for  boys.  The  proportion  of  schools 
giving  this  instruction  is  somewhat  larger  in  the  West  (Table  I) 
than  in  other  sections,  although  the  actual  number  of  high  schools 
in  the  West  is  smaller  than  in  either  the  Central  States  or  the  East. 

While  the  ratio  (Table  II)  of  schools  giving  sex  instruction  to 
those  who  report  as  giving  none  is  11  to  16,  there  are  many 
variations  from  this  ratio  and  these  are  widely  distributed.  In 
Utah  all  schools  reporting  offer  such  instruction.  In  Delaware, 
Maryland,  and  New  Hampshire  relatively  little  attention  is  given 
to  the  problem.  The  large  percentage  in  some  States  is  possibly  in- 
fluenced by  the  fact  that  the  subjects  in  connection  with  which  such 
instruction  is  given  are  required  by  State  syllabi,  hence  more  widely 
taught  in  the  schools.  Where,  for  example,  biology  is  compulsory 
in  the  freshman  year,  the  figures  for  that  State  are  probably  larger 
than  where  no  such  course  is  required. 

The  schools  of  group  1  have  been  giving  instruction  largely  through 
talks  bj  speakers  from  outside  the  school — physicians,  nurses,  State 
health  officers,  Y.  M.  C.  A.  or  Y.  W.  C.  A.  secretaries,  social  workers, 
ministers,  superintendents,  or  board  members.  Sometimes  the  prin- 
cipal himself  gives  these  talks,  sometimes  one  or  more  teachers.  In 
number  they  range  from  one  a  year  to  one  a  week,  in  the  latter  case 
approximating  regular  hygiene  instruction.  Usually  the  sexes  are  seg- 
regated. According  to  the  institution,  the  number  attending  such  lec- 
tures varies  from  a  small  group  to  the  whole  school.  The  exhibit  for 
boys  ("Keeping  Fit"),  developed  by  the  United  States  Public  Health 
Service  and  made  available  as  a  loan  through  the  State  boards  of 
health  has  been  shown  in  many  hundred  schools  to  many  thousand 
pupils.  This  exhibit  has  won  marked  approval,  and  is  in  constant 
demand  by  high-school  principals.  The  United  States  Public  Health 
Service  pamphlet  for  boys,  "  Keeping  Fit,"  is  frequently  used  as  sup- 
plementary material  after  a  lecture  of  the  showing  of  the  exhibit. - 

2  Since  the  questionnaire  was  sent  out,  a  similar  pamphlet  for  ^irls,  "  Healthy,  Happy 
Womanhood,"  and  a  girls'  exhibit,  "  Youth  and  Life,"  have  boon  issued,  and  niv  being 
widely  and  successfully  used. 


Returns  from  the  second  group,  those  schools  giving  integrated 
sex  education  (through  courses  in  the  curriculum),  indicate  that  the 
following  subjects  are  used  as  vehicles  for  sex  education:  The  bio- 
logical sciences  (general  biology,  botany,  zoology,  general  science, 
agriculture,  animal  husbandry,  and  bacteriology),  civics,  the  home- 
making  courses  (domestic  science,  home  economics,  household  arts 
and  home  nursing),  English,  ethics,  pedagogy,  physical  education, 
physiology  and  hygiene,  psychology,  and  sociology.  The  biological 
sciences  (for  purposes  of  tabulation  combined  under  one  heading, 
because  the  instruction  referring  to  sex  is  similar  in  all  the  courses 
having  a  biological  content)  provide  over  50  per  cent  of  the  instruc- 
tion. Next  in  order  come  physiology  and  hygiene  with  23  per  cent 
of  the  instruction,  and  the  social  sciences  with  17  per  cent. 

It  is  quite  evident  that  experiments  have  been  tried  in  many  fields, 
another  strong  indication  that  teachers  realize  the  need  for  this 
work.  Rather  than  create  new  courses  bearing  on  sex  matters,  there 
has  been  a  wholesome  realization  that  it  is  unwise  to  emphasize  sex 
as  a  separate  factor  to  the  extent  of  making  it  a  full  course,  but  that, 
on  the  other  hand,  sex  instruction  and  guidance  should  be  imparted 
in  a  way  that  makes  a  pupil  accept  it  as  a  normal  part  of  life. 
Casual  references  to  sex  matters  rob  sex  of  much  of  its  disturbing 
mystery  for  adolescents  and  give  it  a  right  setting. 

Analysis  of  the  figures  for  schools  giving  integrated  sex  educa- 
tion shows  (Table  III)  that  it  is  given  more  frequently  through 
biology,  sociology,  and  hygiene.  This  is  probably  because  the  ordi- 
nary content  of  these  subjects  closely  approaches  the  topics  of  this 
instruction  and  more  easily  admits  of  adaptation  to  include  it.  For 
example,  biology  can  deal  naturally  with  these  sex  topics  among 
others :  Reproduction  in  plants  and  animals,  including  human  repro- 
duction; environmental  factors  in  development;  pregnancy  in  mam- 
mals and  evolution  of  care  in  infancy ;  internal  secretions  and  their 
relation  to  adolescence ;  secondary  sexual  characters  and  their  mani- 
festations; elementary  principles  of  heredity  and  eugenics.  So- 
ciology may  refer  to  the  relation  of  venereal  diseases  to  society's 
defectives,  the  importance  of  the  family  in  social  evolution  and  the 
factors  tending  to  its  disruption,  cooperation  in  the  household,  the 
influence  upon  sex  relations  of  such  factors  as  proper  housing, 
wholesome  recreation,  hours  and  variety  of  occupation,  etc.  Hygiene 
may  include  the  functions  of  cells  and  their  conjugation,  ductless 
glands  and  hormones,  differences  between  bony  and  muscular  systems 
of  the  two  sexes,  the  reproductive  system,  bacteria  and  the  venereal 
diseases,  the  relation  of  conservation  of  health  to  prenatal  care,  etc. 
The  physical-education  teacher,  with  regularly  segregated  groups, 
may  make  use  of  the  excellent  opportunity  to  talk  frankly  about  the 
phenomena  of  menstruation,  or,  less  frequently,  of  seminal  emissions. 


6 

From  Table  IV  it  appears  that  the  biological  sciences  lend  them- 
selves most  readily  and  logically  to  consideration  of  the  topic  of 
human  reproduction  and  that  they,  with  the  topics  of  sex  instruction 
included  in  them,  are  given  more  frequently  in  the  second  year. 
There  is  a  notably  more  even  distribution  over  topics  and  years  for 
physiology  and  hygiene,  many  schools  teaching  through  these  courses 
the  four  topics  noted  in  the  table.  Sociology  is  used  largely  for  the 
topic  of  venereal  diseases,  although  few  schools  state  the  year  in  which 
the  subject  is  taught.  Probably  the  small  number  of  schools  dealing 
with  the  topics  of  menstruation  and  seminal  emissions  is  due  partly  to 
lack  of  opportunity  for  segregation  of  sexes,  but  more  to  the  difficulty 
which  many  teachers  experience  in  approaching  these  important 
topics  in  a  natural  and  impersonal  way. 

In  a  majority  of  schools  this  sex  instruction  is  given  in  the  first 
two  years  of  the  school  course.  But  this  incidence  seems  to  be  due  to 
the  fact  that  the  media  used  for  such  instruction  happen  to  fall  in 
these  years  rather  than  to  a  deliberate  selection  of  the  subjects  as 
vehicles  for  instruction  especially  needed  in  early  adolescence.  For 
example,  biology,  botany,  zoology,  and  general  science  are  usually 
freshman  or  sophomore  subjects,  while  sociology  is  distinctly  a 
junior  or  senior  subject.  Furthermore,  physiology  and  hygiene  and 
physical  education  are  frequently  taught  in  more  than  one  year  but 
show  little  deviation  in  figures  for  the  different  years. 

Questions  regarding  method  brought  out  the  fact  that  three- 
fifths  of  the  schools  giving  integrated  sex  instruction  (592)  use  oral 
presentation  by  a  regular  teacher  as  one  of  their  methods.  One-third 
(326) 3  make  use  of  supplementary  readings  from  pamphlets  and 
books,  the  pupils  being  referred  somewhat  more  frequently  to  pam- 
phlets. One-quarter  (244)  give  assistance  to  pupils  through  indi- 
vidual conferences,  and  an  almost  equal  number  (236)  use  the  lecture 
method.  That  241  schools  have  reached  a  point  where  general  class- 
room discussions  on  these  topics  can  be  held,  is  a  most  helpful  indica- 
tion that  the  subject  may  be  sanely  and  judiciously  handled. 

Tabulations  not  given  here  show  that  only  32.3  per  cent  of  those 
schools  which  offer  the  biological  sciences  report  that  they  utilize  them 
as  a  means  for  integrated  sex  education.  In  the  same  way  only  16  per 
cent  of  those  offering  physiology  and  hygiene  and  5  per  cent  of  those 
offering  home-making  subjects  give  sex  instruction  through  them. 
Apparently  a  large  majority  of  the  teachers  of  these  subjects  fail  to 
realize  that  their  subjects  can  include  this  instruction,  or  they  con- 
sciously exclude  or  avoid  it. 

Space  was  provided  on  the  questionnaire  for  principals  to  indicate 
their  attitude  toward  the  introduction  of  sex  instruction  into  the 

■Figures  not  exclusive,  since  one  school  may  be  giving  Bei  Instruction  1  hrou.^li  more 
than  one  coursei 


curriculum.  From  Table  V  it  is  seen  that  a  large  percentage  of  prin- 
cipals favor  integrated  sex  education,  even  among  those  in  whose 
schools  instruction  is  not  given.  In  fact,  these  principals  who  favor 
but  do  not  give  integrated  sex  education  represent  27.7  per  cent  of 
the  whole  number  of  A  and  B  schools  of  the  United  States.  On  the 
part  of  those  giving  emergency  sex  education,  the  reason  for  this 
attitude  may  be  that  while  the  card  exhibit  ("Keeping  Fit")  pub- 
lished by  the  United  States  Public  Health  Service  is  conservative 
and  normal  in  its  approach  to  sex  matters,  lectures  and  special  talks 
by  local  speakers  may  have  emphasized  the  pathological  and  abnor- 
mal, or  that  the  isolation  of  sex  facts  in  a  single  lecture  or  two,  with 
sexes  separated  for  the  occasion,  too  strongly  emphasizes  the  matter 
of  sex  and  consequently  the  taboo  ordinarily  put  upon  it.  On  the 
whole,  therefore,  emergency  sex  education  has  not  won  so  many 
sponsors  as  has  instruction  spread  over  a  period  of  time  and  given 
as  a  normal  part  of  regular  subjects. 

There  seems  to  be  very  general  agreement  among  the  principals  as 
to  the  need  of  sex  education.  With  few  exceptions,  differences  of 
opinion  are  concerned  with  method  to  be  used,  rather  than  with  need. 
The  following  replies  are  typical :  "  I  regard  it  as  being  of  funda- 
mental importance."  "The  need  is  real  and  imminent."  "Should 
be  included  in  the  curriculum  of  all  high  schools."  "  I  think 
that  the  public  ought  to  demand  that  it  be  included."  "  Need  is 
great,  as  the  ignorance  of  nature's  laws  exempts  no  human  from  pay- 
ing the  penalty  in  full."  "  I  think  the  school  that  does  not  provide 
such  instruction  fails  in  its  duty."  "  I  deem  it  an  essential  in  every 
respect.  Too  many  youths  know  practically  nothing  along  this 
line." 

Many  principals  state  that  the  home  has  failed  in  its  duty  and 
that  few  parents  realize  their  obligations  and  opportunities  in  this 
direction.  For  example :  "  There  is  very  emphatic  need  for  such  in- 
struction, since  the  parents  are  so  universally  neglecting  it."  "  These 
matters  are  usually  left  to  home  training,  where  natural  reticence 
leads  to  neglect."  An  Ohio  principal  favors  introducing  such  in- 
struction into  the  schools  "  because  of  failure  of  parents  to  acquaint 
the  child  with  the  facts,  and  because  of  the  ease  with  which  these 
facts  can  be  linked  with  other  subjects."  "The  students  are  exceed- 
ingly ignorant;  they  don't  get  such  training  at  home."  "Such 
courses  are  of  real  importance,  as  many  children  have  no  other  oppor- 
tunity to  obtain  such  instruction." 

Four  hundred  principals,  79.5  per  cent  of  those  answering  this 
question,  state  that  the  work  has  fully  met  their  expectations.  Most 
of  the  reasons  for  the  lack  of  success  (Table  VI)  are  the  same  as  for 
the  unsuccess  in  other  teaching  and  can  be  eliminated  by  proper  ad- 
ministration and  further  experience  on  the  part  of  teachers.     Occa- 


8 

sionally  principals  have  overcome  outside  opposition  by  conferences 
through  which  parents  were  convinced  of  the  need  for,  and  the 
sound  character  of,  the  work.  Some  principals  report  success  despite 
opposition.  While  the  number  of  reports  is  too  small  to  be  used  as 
a  basis  for  generalization,  the  reasons  assigned  for  lack  of  success 
are  probably  typical  both  in  character  and  in  proportion. 

Throughout  the  great  majority  of  these  opinions  runs  the  feeling 
that  sex  instruction  is  a  most  important  task,  yet  a  difficult  one,  for 
schools.  Many  principals  deplore  the  lack  of  proper  teachers  for 
the  work  and  feel  that  it  should  not  be  undertaken  except  by  the 
right  kind  of  instructor;  in  fact,  several  declare  that  without  such 
a  teacher  the  work  does  more  harm  than  good.  This  attitude  indi- 
cates wholesome  caution.  To  give  sex  instruction  requires  mental 
maturity,  a  personality  that  is  always  respected,  poise,  sanity,  sym- 
pathy with  adolescent  boys  and  girls,  an  accurate  knowledge  of  facts 
and  the  ability  to  present  them  impersonally,  unimpeachable  charac- 
ter, and  great  tact.  Few  teachers  have  all  these  qualifications. 
Probably,  however,  there  are  some  now  not  conducting  this  work 
who  are  well  equipped  to  do  so,  but  are  holding  back  until  suitable 
methods  are  better  developed. 

Occasionally  a  principal  indicated  on  his  questionnaire  return  that 
sex  instruction  can  not  be  separated  from  guidance.  However,  there 
was  a  notable  lack  of  comment,  showing  a  realization  that  sex  educa- 
tion should  include  not  only  the  giving  of  information  but  also  a 
conscious  attempt  to  modify  and  control  the  school  environment  in 
matters  which  affect  sex  and  social  relationships.  Sex  education 
should  not  be  restricted  to  a  certain  body  of  information  given  at  a 
special  time  and  place,  but  rather  should  it  be  spread  over  a  con- 
siderable time  and  given  in  various  relations.  Since  sex  aspects  are 
so  closely  connected  with  human  conduct,  sex  education  should  be 
interwoven  with  character  education  and  the  creation  of  right  atti- 
tudes and  ideals. 

CONCLUSIONS. 

1.  From  the  number  of  attempts  in  the  field  of  sex  education,  ex- 
perimental in  character  because  of  the  absence  of  standard  content  or 
methods,  and  from  the  expressed  attitude  of  high-school  principals, 
there  appears  a  rather  widespread  belief  that  sex  education  is  needed. 

2.  Among  the  various  States  there  is  no  uniformity  in  the  ratio  of 
schools  giving  sex  education  to  those  not  giving  it. 

3.  The  West  has  apparently  progressed  somewhat  further  in  de- 
veloping sex  education  than  have  other  sections  of  the  country. 

4.  Not  all  school  subjects  are  equally  adapted  to  serve  as  media 
for  sex  facts.    There  are,  however,  some  phases  of  sex  education 


which  can  be  handled  normally  as  part  of  a  particular  subject  or  of 
several  subjects.  Moreover,  a  wide  variety  of  subjects  may  serve 
for  presenting  at  least  one  phase  of  sex  education. 

5.  The  biological  sciences,  because  of  their  frequent  dealing  with 
sex  and  reproduction  in  plants  and  animals,  furnish  the  readiest 
vehicles  for  sex  education.  On  the  other  hand,  sociology,  physiology 
and  hygiene  (which  in  its  fact  content  is  mainly  biological),  and 
physical  education  are  possible  avenues  of  approach,  though  few 
teachers  are  taking  advantage  of  these  opportunities. 

6.  Sex  instruction  is  probably  given  early  in  the  high-school  course 
because  the  subjects  including  it  happen  to  be  taught  then,  rather 
than  because  of  a  conscious  plan  to  give  such  instruction  when  it 
is  most  needed,  in  early  adolescence. 

7.  There  is  marked  approval  of  integrated  sex  education  on  the 
part  of  principals  and  a  feeling  that  what  instruction  has  been  given 
has  met  with  success. 

8.  Emergency  sex  education  (i.  e.,  special  lectures,  pamphlets, 
exhibits,  etc.)  has  less  approval  than  sex  instruction  given  as  a  part 
of  regular  subjects  in  the  curriculum. 

9.  There  is  apparently  as  yet  no  marked  realization  on  the  part 
of  principals  that  sex  education  should  include  both  instruction  and 
guidance  in  matters  pertaining  to  the  relationships  between  the  two 
sexes. 

10.  An  exchange  of  experience  among  the  different  schools  would 
undoubtedly  allow  many  well-qualified  teachers  who  are  holding 
back  now  for  lack  of  knowledge  of  method  to  go  ahead  with  sex 
instruction  and  guidance. 


Even  though  progress  has  been  made  in  sex  instruction  in  high 
schools  and  there  are  large  numbers  of  principals  favoring  and  un- 
dertaking it,  it  is  well  to  continue  to  be  cautious.  Moreover,  the 
figures  herein  given  should  not  perhaps  be  interpreted  too  literally. 
The  best  of  questionnaires  are  difficult  of  interpretation,  and  it  is 
possible  that  some  principals  did  not  actually  mean  to  imply  that 
such  definite  instruction  was  being  given  as  their  answers  would 
indicate.  The  Bureau  of  Education  and  the  Public  Health  Service 
are  therefore  following  up  the  replies  to  these  questionnaires  in  order 
to  secure  more  exact  information  and  further  details  about  methods 
used.  In  this  way  experience  of  schools  succeeding  in  such  pioneer 
and  difficult  work  will  be  made  available  to  others  wishing  to  inaugu- 
rate new  efforts  in  this  direction  and  will  furnish  a  sound  basis  for 
further  developments  in  sex  instruction. 


10 


Table  I. — Sccticmal  distribution  of  high  schools  giving  sex  instruction. 


Geographic  divisions. 


Total  A 
and  B 
high 

schools. 


Schools 

giving 

emergency 

or  inte- 
grated sex 
education. 


Percentage 

giving 
emergency 

or  inte- 
grated sex 
education. 


United  States. 


12,025 


New  England  States 

Middle  Atlantic  States 

South  Atlantic  States 

East  North  Central  States. . 
West  North  Central  States  . 
East  South  Central  States. . 
West  South  Central  States.. 

Mountain  States 

Pacific  States 

No  State  given 


1,214 

1,302 

3,342 

2,528 

706 

1,108 

484 

643 


2,638 


108 
374 
186 
771 
553 

93 
138 
124 
243 

48 


21.9 


15.4 
30.8 
14.2 
23.6 
21.8 
13.1 
12.4 
25.6 
37.7 


Table  II. — Distribution  of  replies  by  States  and  by  kind  of  sex  instruction  given. 


Total 
replies. 

Emergency 

sex 
education. 

Integrated 

sex 
education. 

No  sex 
education. 

Total 
number 
of  high 
schools. 

6,488 

1,633 

1, 005 

3,850 

12, 025 

54 
20 
59 
167 
54 
33 
15 
6 

28 

55 

34 

366 

303 

390 

215 

62 

SI 

114 

49 

188 

293 

143 

55 

217 

76 

139 

13 

42 

95 

20 

466 

169 

83 

476 

50 

119 

587 

16 

40 

46 

71 

173 

21 

36 

65 

120 

88 

248 

26 

142 

8 
7 
22 
48 
12 
11 
0 
1 
7 

15 

14 

99 

65 

132 

65 

22 

14 

22 

6 

23 

92 

37 

23 

81 

12 

28 

4 

3 

23 

1 

72 

37 

29 

137 

9 

51 

105 

2 

8 

17 

14 

37 

4 

9 

20 

27 

29 

91 

9 

29 

4 
5 
11 
79 
9 
3 
3 
1 
1 

8' 

7 

60 

46 

44 

32 

8 

5 

6 

3 

18 

36 

23 

5 

36 

15 

13 

1 

4 

16 

4 

72 

15 

11 

114 

13 

14 

86 

3 

3 

5 

9 

27 

17 

4 

3 

24 

26 

31 

3 

19 

42 

8 

26 

40 

33 

19 

12 

4 

20 

32 

13 

207 

2.">2 

214 

118 

32 

62 

86 

40 

147 

165 

83 

27 

100 

49 

98 

8 

35 

56 

15 

322 

117 

43 

225 

28 

54 

396 

11 

29 

24 

4S 

109 

0 

23 

42 

69 

33 

126 

14 

94 

1S1 

29 

147 

248 

88 

57 

33 

7 

61 

176 

64 

678 

709 

804 

425 

170 

207 

219 

92 

263 

598 

229 

165 

540 

141 

294 

23 

77 

158 

43 

758 

486 

142 

Ohio 

981 

179 

188 

298 

23 

143 

<H 

100 

575 

Utah 

47 

59 

137 

207 

167 

376 

49 

11 


Table  III.1- 


-Number  of  high  schools  giving  integrated  sex  education  in  connec- 
tion with  certain  subjects  of  instruction. 


Biol- 
ogy- 

Soci- 
ology. 

Physi- 
ology. 

Hy- 
giene. 

Zool- 
ogy- 

General 
science. 

Bot- 
any. 

Other 
sub- 
jects. 

432 
32.2 

202 

15.0 

158 
11.8 

147 
11.0 

78 
5.8 

72 
5.4 

59 

4.4 

193 

Percentage  for  United  States  2 

14.4 

3 
2 
6 

44 
6 
3 

1 

2 

1 
1 
4 

1 

10 
4 



1 

1 
2 
10 
1 
1 

1 
2 

29 
1 

1 
1 

1 
1 

3 

3 

25 

1 

Connecticut 

1 

District  of  Columbia 

1 

1 

1 

1 

7 
3 
8 
4 
3 
3 
3 

6 

0 

16 

8 
1 
1 

2 

1 
8 
12 
2 
1 
2 

3 

22 
12 
12 
13 
1 
2 

11 
5 
4 
9 

21 
2 
1 
1 

4 
12 
8 
2 

11 

11 

14 

12 

1 

1 

1 

2 

4 
2 
6 
7 
6 

2 

1 

5 
4 

1 

1 

3 
7 

2 

26 

4 

1 

2 
12 
6 

5 
10 
3 

1 
3 
1 

1 

1 
4 
1 
1 

2 

3 

1 

7 

5 

Missouri 

Montana 

2 
7 
1 

3 

1 
5 

2 
1 
3 

1 

1 
2 
2 

6 
4 
3 

4 
1 

2 
1 
6 
3 
3 

! 
i 

2 

9 
2 

60 
8 
1 

84 

2 

2 



5 

34 

4 

7 

1 
1 
9 

1 
i 

i 

3 

1 
5 

2 
1 

1 

New  York 

5 
3 

North  Dakota 

1 
10 
2 

7 

3 

Ohio 

2 
2 

16 

7 
1 

1 
4 

1 
4 
6 
1 

9 
6 

Oregon 

9 
57 

1 
2 

3 

6 

1 

3 
1 

5 
9 

i 

7 
2 
2 

1 
1 
3 
4 

1 

1 

8 
13 

8 

1 

1 
2 

1 

1 
1 

3 

Utah 

1 

2 

2 
2 
2 

4 

1 

12 
10 

8 
1 
7 

6 
6 
6 
2 
2 

3 
5 

3 

8 
4 

1 

6 

7 

3 

2 

7 

1 

No  State" 

2 

2 

2 

1 

4 

1  An  analysis  of  column  3  of  Table  II. 

'  Percentages  are  not  exclusive,  since  a  school  may  offer  more  than  one  subject. 


UNIVERSITY  OF  FLORIDA 


12 


3  1262  08859  7751 


Table  IV. — Number  of  schools  teaching  integrated  sex  education  in  connection 
with  certain  subjects  of  instruction. 


Human  reproduction . 


First 
year.1 


Second  Third 
year.     year. 


Fourth 
year. 


Total." 


Venereal  diseases . 


First 
year.' 


Second 
year. 


Third 
year. 


Fourth 
year. 


Total.* 


Biological  sciences 

Physiology  and  hygiene 

Sociology 

Home-making  subjects. 

Physical  education 

Other  subjects 


185 

56 

1 

14 
5 
1 


261 
53 


114 


584 
182 
29 
29 
11 
7 


131 
175 
154 
15 
26 
11 


Menstruation. 

Seminal  emissions. 

First 
year.1 

Second 
year. 

Third 
year. 

Fourth 
year. 

Total. 

First 
year. 

Second 
year. 

Third 
year. 

Fourth 
year. 

Total. 

7 
43 

11 
40 

4 
42 

5 
49 

22 
109 

6 
23 

14 
19 

5 

20 

3 
19 

23 

59 

13 

12 

1 

13 

10 
1 

11 
11 

1 

8 

10 

1 

26 

23 

1 

6 

6 

5 

5 

15 

1  Many  schools  did  not  indicate  year. 

2  Some  schools  ofier  subject  more  than  one  year. 


Table  V. — Attitude  of  principals  toward  introduction  of  sex  instruction. 


Attitude  of  principal. 

Emergency  sex 
education. 

Integrated  sex 
education. 

No  sex  education. 

Total. 

Number. 

Percent- 
age. 

Number. 

Percent- 
age. 

Number. 

Percent- 
age. 

Number. 

Percent- 
age. 

1,073 
153 
101 
401 

80.9 
11.5 
7.6 

841 
68 

92.5 
7.5 

2,262 
246 
143 

1,165 

85.3 
9.2 

5.5 

4,176 

'  467 

244 

1,601 

85.4 

Undecided  (doubtful) 

9.5 
5.1 

35 

Total 

1,728 

944 

3,816 

6,488 

Table  VI. — Reasons  for  lack  of  success. 

From    within   the   school : 

Teachers  not  trained , 21 

Teachers  of  wrong  personality  or  attitude 19 

Teachers  too  few 6 

Teacher  opposition  or  lack  of  cooperation 6 

Segregation  of  sexes  difficult 15 

Complexity  of  groups 1 

Reaches  too  few 1 

Material   lacking 11 

Instruction  not  properly  organized 21 

instruction  too  irregular 8 

Instruction  overemphasized  sex 4 

Given  no  fair  trial 8 

Prom  outside  the  school : 

Parent  opposition,  disapproval,  or  indifference -'.) 

Parents  prefer  home  instruction 2 

Public  opposition  or  indifference 35 

Board  opjM>sition 1 

o 


